Gender shapes the way we think, and we tend to accept what we see, which then simply normalizes gender roles. The production of 21st century texts have begun to challenge gender expectations, but it's important to observe any limitations and how far the texts have really pushed it. Evidently, authors write with intent and an agenda in mind. When looking at 21st century texts (in particular) and gender, it's imperative to look at the comments the text is making on society. Although a text may challenge gender, it ultimately either reaffirms what is normal or takes it further into questioning. These ideas will be explored in this three-week unit involving the ways in which texts portray gender.
Grade Level
9th Grade
Essential Questions
How are 21st century texts positioning gender roles in our society? How does accepting characters' gender roles normalize and reaffirm society's expectations? Why is this a problem? How can this be challenged? How far are authors really going when it comes to gender?
Long-Term Objectives
Students will be able to critically question and evaluate a text's purpose/intent. Students will be able to understand the different ways authors portray gender in literature. Students will be able to critically analyze how texts reaffirm the norm or challenge it. Students will be able to produce an essay regarding gender and literature. Students will be able to acquire effective public speaking skills.
Day 1 - Students will work in groups to read the Syria Magazine Article "Gender roles in media and literature." They will discuss the article in small groups, answer a few guided questions, and share insights as a whole class. The focus is to get students thinking in terms of gender roles as they begin reading Dairy Queen for homework and they will be encouraged to use reader-response theory to begin connecting with the story and characters.
Day 2 - Students will characterize the protagonist, D.J. and hypothesize where the author might be headed with the choices she has made thus far.
Day 3 - Socratic Seminar on power relations, interests, values between gender in the novel.
Day 4 - Point of View, the importance, what it does to the story, affordances and limitations, etc.
Day 5 - Look at gender specific commercials with an in-class writing prompt.
Day 6 - Students will have read a brief synopsis of four novels (Hunger Games, Knife, Divergent, Scorpio) and in class they will break into four groups to look at the four prominent female characters in comparison to D.J. from the fulcrum text.
Day 7 - Socratic Seminar on Dairy Queen using a Deconstruction Perspective.
Day 8 - Feminist Criticism using OWL and the OWN youtube videos.
Day 9 - Review paper expectations, deadline for proposal due, outlining.
Day 10 - Share out of real life observations involving gender inequalities, challenges, etc. and ways to act on them. Create a wiki that each student will contribute to.
Day 11 - Lesson on adequate research, integration, citation, etc.
Day 12 - Lesson on public speaking skills with activity.
Day 13 - Computer Lab to peer edit on GoogleDocs (students will have read two assigned papers for homework that way they can re-read with a better understanding to complete the online worksheet for peer review that will be for the author).
Day 14 - Writing workshop to finalize papers, prepare presentation outlines, ask questions, etc.
Day 15 - Presentations: Students will use their acquired public speaking skills to share a brief 3-minute blurb in correspondence to their essay (what position they chose, why, any interesting outside information, etc.) and it should be convincing, persuading, and intriguing. Papers are also due in class after the presentations.
Essay Question: The texts we explored in class challenge gender roles. But ultimately a text either pursues that challenge or reaffirms/normalizes what is known. Choose which side you see more of, gather evidence from at least two different in-class texts (one must be the fulcrum text), and conduct research from at least three different sources to support your claim.
Rationale
Gender shapes the way we think, and we tend to accept what we see, which then simply normalizes gender roles. The production of 21st century texts have begun to challenge gender expectations, but it's important to observe any limitations and how far the texts have really pushed it. Evidently, authors write with intent and an agenda in mind. When looking at 21st century texts (in particular) and gender, it's imperative to look at the comments the text is making on society. Although a text may challenge gender, it ultimately either reaffirms what is normal or takes it further into questioning. These ideas will be explored in this three-week unit involving the ways in which texts portray gender.Grade Level
9th GradeEssential Questions
How are 21st century texts positioning gender roles in our society?How does accepting characters' gender roles normalize and reaffirm society's expectations? Why is this a problem? How can this be challenged?
How far are authors really going when it comes to gender?
Long-Term Objectives
Students will be able to critically question and evaluate a text's purpose/intent.Students will be able to understand the different ways authors portray gender in literature.
Students will be able to critically analyze how texts reaffirm the norm or challenge it.
Students will be able to produce an essay regarding gender and literature.
Students will be able to acquire effective public speaking skills.
UbD Template
Text Set
Fulcrum:
Dairy Queen by Catherine Gilbert Murdock
Context:
Divergent by Veronica Roth
Feminist Criticism
Gloria Steinem on Progress and Women's Rights (Oprah Winfrey Network OWN)
Gloria Steinem on Progress and Women's Rights (Oprah Winfrey Network OWN)
In These Girls, Hope is a Muscle by Madeleine Blais
The Diversity Test: Gender and Literature in Translation
The Hunger Games by Suzanne Collins
The Knife of Never Letting Go by Patrick Ness
The Scorpio Races by Maggie Stiefvater
New York Times Article
Syria Magazine Article
Texture:
Dr. Pepper Commercial "Not for Women"
Dominos Commercial
Special K Midnight Snack Commercial
Special K Ladies Commercial
"You're Gonna Miss This" by Trace Adkins
Calendar
Day 1 - Students will work in groups to read the Syria Magazine Article "Gender roles in media and literature." They will discuss the article in small groups, answer a few guided questions, and share insights as a whole class. The focus is to get students thinking in terms of gender roles as they begin reading Dairy Queen for homework and they will be encouraged to use reader-response theory to begin connecting with the story and characters.Day 2 - Students will characterize the protagonist, D.J. and hypothesize where the author might be headed with the choices she has made thus far.
Day 3 - Socratic Seminar on power relations, interests, values between gender in the novel.
Day 4 - Point of View, the importance, what it does to the story, affordances and limitations, etc.
Day 5 - Look at gender specific commercials with an in-class writing prompt.
Day 6 - Students will have read a brief synopsis of four novels (Hunger Games, Knife, Divergent, Scorpio) and in class they will break into four groups to look at the four prominent female characters in comparison to D.J. from the fulcrum text.
Day 7 - Socratic Seminar on Dairy Queen using a Deconstruction Perspective.
Day 8 - Feminist Criticism using OWL and the OWN youtube videos.
Day 9 - Review paper expectations, deadline for proposal due, outlining.
Day 10 - Share out of real life observations involving gender inequalities, challenges, etc. and ways to act on them. Create a wiki that each student will contribute to.
Day 11 - Lesson on adequate research, integration, citation, etc.
Day 12 - Lesson on public speaking skills with activity.
Day 13 - Computer Lab to peer edit on GoogleDocs (students will have read two assigned papers for homework that way they can re-read with a better understanding to complete the online worksheet for peer review that will be for the author).
Day 14 - Writing workshop to finalize papers, prepare presentation outlines, ask questions, etc.
Day 15 - Presentations: Students will use their acquired public speaking skills to share a brief 3-minute blurb in correspondence to their essay (what position they chose, why, any interesting outside information, etc.) and it should be convincing, persuading, and intriguing. Papers are also due in class after the presentations.
Lessons
Essay Question: The texts we explored in class challenge gender roles. But ultimately a text either pursues that challenge or reaffirms/normalizes what is known. Choose which side you see more of, gather evidence from at least two different in-class texts (one must be the fulcrum text), and conduct research from at least three different sources to support your claim.